Students will begin the class looking at the labels of common foods, drinks, and cleaners they may have in their house, identifying chemicals they recognize from the lesson on naming yesterday. This will help students learn what chemicals they use on a daily basis. The next topic explored will be dehydration, and how it relates to the hydrates that were studied in the previous class. Students will begin to think about the inquiry process involved in identifying a hydrate. The needs of all learners will be accommodated and met through the following items:
A list of the days' activities will be posted on the board prior to students arriving in class.
The list of the days' activities will be reviewed orally with the students at the start of class.
Information and instructions are presented orally and in writing.
Students are provided multiple opportunities to work in small groups.
Students will be heterogeneously paired/grouped for all group work.
Multiple activities are planned for the day, allowing students opportunities to move around the room.
Objectives
Students will be able to calculate the amount of water in a given sample.
Students will be able to calculate the mass of water in a sample.
Students will be able to calculate the mass percentage of water in a sample
Students will be able to write a complete procedure for identifying an unknown sample based on water content
Students will be able to identify all safety procedures and mechanisms to be followed
Students will include steps to determine if the sample is completely dried.
Students will include description of how to identify which sample is the hydrate and which is not.
Materials
2 Apples: 1 regular, 1 dehyrdated
Labels handout -- Will have several labels I have collected photocopied onto sheets for students to use in addition to any they may have brought in.
Labels worksheet
Sample equipment laid out on back lab bench to include: bunsen burner, screen, evaporating dish, test tubes, ring stand with ring, balance, tongs, spatula, scoopula, beakers (various sizes), graduated cylinders, mortar & pestle, hot plate, weigh boat, plastic well plate, pipette bulb, pasteur pipettes
Links to Resources
Safety Issues
Keep all glass equipment well away from edge of lab bench. Students will not actually be using equipment today, just looking at samples of available equipment to help plan their procedures for tomorrow's inquiry.
Instruction
Opening
Put everything away, we are going to spend 10 minutes and have our quiz
Naming Quiz 10 min
What did we discuss last class period?
Did anyone find any labels at home?
We are going to spend about 15 minutes working on an activity with the labels that everyone brought in as well as several labels that I have copied for you all. After that, we will be spending the rest of the period on our inquiry activity. We will start by examining the fruit that we dried and do some calculations on the water content of the fruit. Then we will begin to design our inquiry of hydrates using the information we learned about the fruit.
But first, let's look at those labels!
Learning Activities
We are going to spend the first 15 minutes looking at the labels that were brought in as well as some labels I have here. (hand out labels worksheet as well as copied labels provided by myself)
I want you to use the worksheet and write down the ingredient from the label, then write down the chemical formula.
Do this for each chemical on the label you think you can identify the chemical formula of.
When you have finished with all the ingredients from a label, you need to make a guess what product the label is from.
Every correct guess will be an extra credit point.
After 15 minutes we are going to move on to the dehydration discussion. If you aren't done with your labels, they will need to be finished as homework.
Label Activity: 15 min Possible Going Further: After completion of assignment: Students can select one label to work on, must sign up to use that label. They then choose two ingredients that they identified on their worksheet as ones they know the chemical formula of, and research these compounds to find out why they are in the product. They then must choose two other ingredients that have chemical names but are not compounds we have learned about in our naming lesson and determine the chemical formula of the ingredient as well as the reason they are in the product. Students then must write 1 to 2 persuasive paragraphs on whether they agree with the addition of these ingredients in the particular food item or not. Must include references for where they obtained the information about ingredient purpose and formulas
Hydrate Inquiry: 37 Minutes
OK, let's review what we discussed yesterday with the fruits. First, who remembers what type of compound we related the fruits to? (hydrates)
What had I done to the apple? (dehydrate)
What did we ask our friends to do with the other pieces of fruit?
Which fruit do you think had the most water? Why?
Which fruit do you think had the highest percentage of water? Why?
Let's look at if we are right.
Have each student who dried a fruit bring it to the front of the class and note the current mass. Record the masses on the chart on the board from the previous day.
How do we determine which fruit had the most water? (Subtracting current mass from original mass to find water mass that was evaporated)
How do we determine which fruit had the highest percentage of water? (take water mass, divide by original mass, multiply by 100)
So, now that we have figured out how to determine the percentage of water in our various fruits, we need to develop our procedures for our hydrate inquiry.
(Hand out hydrate inquiry.)
You will be given two samples, one is a hydrate, and one is a regular crystalline compound without any bound water. Your job is to figure out which sample is the hydrate.
What are some things we would look for to make this determination?
How do we relate this to our fruit investigation?
(Put students in groups of 3 by having them draw cards, matching numbers work together)
In your groups, you need to complete the questions on the inquiry hand out and write a procedure, a list of necessary materials and equipment, and safety precautions to conduct this experiment.
To help you out: on the back lab bench you will find all the equipment that is available to you to use, take a look and make a decision on which items you think you will need to use in your procedure.
We will begin the experiment in class tomorrow, so it is essential that you come up with your procedure today. I will be able to answer any questions about specific issues you may have about materials or use of equipment.
As you finish your procedures, raise your hands so I can review them for any gross errors.
Circulate the room. Ask groups to point out:
the safety precautions they have developed
the steps that will allow them to determine accurate initial and final masses
the list of materials necessary for their procedure, why they chose those items
Closing
4 Minutes
What fruit had the most water, by percentage?
What is the similarity to the inquiry activity?
What precautions do we all need to take tomorrow before we leave our house? (close-toed shoes, no loose clothing, hair ties for those with long hair, no overly short clothing if possible)
What will happen if you come to class wearing inappropriate clothing or shoes? (will not be permitted to perform inquiry, will be required to sit and do extra assignment and come back to do inquiry another day after school)
Assessment
Homework
Finish labels worksheet if necessary.
Finish developing procedures if necessary.
Unit: Bonding & Naming
Title: Water, Water, Everywhere
Lesson Overview
Students will begin the class looking at the labels of common foods, drinks, and cleaners they may have in their house, identifying chemicals they recognize from the lesson on naming yesterday. This will help students learn what chemicals they use on a daily basis. The next topic explored will be dehydration, and how it relates to the hydrates that were studied in the previous class. Students will begin to think about the inquiry process involved in identifying a hydrate.The needs of all learners will be accommodated and met through the following items:
Objectives
Students will be able to calculate the amount of water in a given sample.Students will be able to write a complete procedure for identifying an unknown sample based on water content
Materials
2 Apples: 1 regular, 1 dehyrdatedLabels handout -- Will have several labels I have collected photocopied onto sheets for students to use in addition to any they may have brought in.
Labels worksheet
Hydrate Inquiry handout, pages 1 & 2 only
Sample equipment laid out on back lab bench to include: bunsen burner, screen, evaporating dish, test tubes, ring stand with ring, balance, tongs, spatula, scoopula, beakers (various sizes), graduated cylinders, mortar & pestle, hot plate, weigh boat, plastic well plate, pipette bulb, pasteur pipettes
Links to Resources
Safety Issues
Keep all glass equipment well away from edge of lab bench. Students will not actually be using equipment today, just looking at samples of available equipment to help plan their procedures for tomorrow's inquiry.Instruction
Opening
Put everything away, we are going to spend 10 minutes and have our quizNaming Quiz 10 min
What did we discuss last class period?
Did anyone find any labels at home?
We are going to spend about 15 minutes working on an activity with the labels that everyone brought in as well as several labels that I have copied for you all. After that, we will be spending the rest of the period on our inquiry activity. We will start by examining the fruit that we dried and do some calculations on the water content of the fruit. Then we will begin to design our inquiry of hydrates using the information we learned about the fruit.
But first, let's look at those labels!
Learning Activities
We are going to spend the first 15 minutes looking at the labels that were brought in as well as some labels I have here. (hand out labels worksheet as well as copied labels provided by myself)- I want you to use the worksheet and write down the ingredient from the label, then write down the chemical formula.
- Do this for each chemical on the label you think you can identify the chemical formula of.
- When you have finished with all the ingredients from a label, you need to make a guess what product the label is from.
- Every correct guess will be an extra credit point.
- After 15 minutes we are going to move on to the dehydration discussion. If you aren't done with your labels, they will need to be finished as homework.
Label Activity: 15 minPossible Going Further: After completion of assignment: Students can select one label to work on, must sign up to use that label. They then choose two ingredients that they identified on their worksheet as ones they know the chemical formula of, and research these compounds to find out why they are in the product. They then must choose two other ingredients that have chemical names but are not compounds we have learned about in our naming lesson and determine the chemical formula of the ingredient as well as the reason they are in the product. Students then must write 1 to 2 persuasive paragraphs on whether they agree with the addition of these ingredients in the particular food item or not. Must include references for where they obtained the information about ingredient purpose and formulas
Hydrate Inquiry: 37 Minutes
OK, let's review what we discussed yesterday with the fruits. First, who remembers what type of compound we related the fruits to? (hydrates)
What had I done to the apple? (dehydrate)
What did we ask our friends to do with the other pieces of fruit?
Which fruit do you think had the most water? Why?
Which fruit do you think had the highest percentage of water? Why?
Let's look at if we are right.
Have each student who dried a fruit bring it to the front of the class and note the current mass. Record the masses on the chart on the board from the previous day.
How do we determine which fruit had the most water? (Subtracting current mass from original mass to find water mass that was evaporated)
How do we determine which fruit had the highest percentage of water? (take water mass, divide by original mass, multiply by 100)
So, now that we have figured out how to determine the percentage of water in our various fruits, we need to develop our procedures for our hydrate inquiry.
(Hand out hydrate inquiry.)
You will be given two samples, one is a hydrate, and one is a regular crystalline compound without any bound water. Your job is to figure out which sample is the hydrate.
What are some things we would look for to make this determination?
How do we relate this to our fruit investigation?
(Put students in groups of 3 by having them draw cards, matching numbers work together)
Circulate the room.
Ask groups to point out:
Closing
4 MinutesWhat fruit had the most water, by percentage?
What is the similarity to the inquiry activity?
What precautions do we all need to take tomorrow before we leave our house? (close-toed shoes, no loose clothing, hair ties for those with long hair, no overly short clothing if possible)
What will happen if you come to class wearing inappropriate clothing or shoes? (will not be permitted to perform inquiry, will be required to sit and do extra assignment and come back to do inquiry another day after school)
Assessment
Homework
Finish labels worksheet if necessary.Finish developing procedures if necessary.
Additional Notes